UMES POLICY ON TECHNOLOGY FLUENCY
Following the resolution of the USM Board of Regents on expectations of USM’s
graduates’ technology fluency, as summarized below, UMES proposes the following
policy.
Summary of Board Resolutions Regarding the Expectation
That all USM Graduates be Technologically Fluent
I.
Each USM institution should use the recommendations of the National Research
Council regarding technology fluency as a basis to establish an explicit campus
policy on technology fluency with measurable outcomes by the end of the 2001-2
academic year. Presidents should send copies of these campus-wide policies to
the Chancellor by May 2002, and report annually beginning in May 2003 to the
Chancellor and the Board of Regents on their implementation.
II.
Starting with the academic year 2002-3, all proposals for new programs need to
address specifically within the proposal and consistent with the institutional
policy how the program intends to assure that its graduates will have the
appropriate competencies for technological fluency.
III.
Starting with the academic year 2002-3, all program reviews must report on
program outcomes relative to the campus policy on Technological Fluency as a
part of the program review.
TECHNOLOGY FLUENCY DEFINITION
Becoming "fluent" with information technology involves going beyond traditional
computer literacy--which is usually defined as the ability to use a few computer
applications like a spreadsheet program or a word processor.
Fluency requires a deeper understanding of how computers work and mastery of
technology for information processing, communication, and problem solving. People who
are more adept with information technology will be more comfortable using it and better
able to enjoy the benefits of the information age.
There are three essential and interrelated components for using information technology
effectively. These essential components provide a framework for UMES to build into the
general education requirements and integrate into departmental curriculum requirements,
the measures necessary for students to become fluent in information technology. They
are:
Intellectual Capabilities:
The application and interpretation of computer concepts and skills used in problem
solving. Examples include the ability to define and clarify a problem and know when
it is solved; to understand the advantages and disadvantages of apparent solutions to
problems; to cope with unexpected consequences, as when a computer system does
not work as intended; and to detect and correct faults, as when a computer shuts down
unexpectedly.
Concepts:
The fundamental ideas and processes that support information technology, such as an
algorithm; how information is represented digitally; and the limitations of information
technology. Understanding basic concepts is important, because technology changes
rapidly and can render skills obsolete. A basic understanding also helps in quickly
upgrading skills and exploiting new opportunities offered by technology.
Skills:
Abilities that are associated with particular hardware and software systems. Skills
requirements will change as technology advances, but currently they include using
word processors, e-mail, the Internet, and other appropriate information technology
tools effectively. An individual fluent in information technology will always be
acquiring new skills and adapting to a changing environment.
"Fluency in Information Technology" Components
(Introduction)
(Critical Evaluation)
Tutorials (skills)
Information
Technology
and Outreach
Introduction
Definition
Computer
of
Networks
Changing Nature of
Information
Modeling
reality
with Computers
Moral and ethical
considerations
Critical evaluation
of technology
Basic Operating Systems

Problem-solving

Spreadsheets

Algorithmic
thinking

Word processing

Universal
appliance

Information
systems

Databases

Implications

Locating
resources,

Information
organization,

Search strategies
Multimedia literacy

Case studies,

Discipline-specific
implications
Psychological implications
Library
Internet: Email,
web navigation
listservs,

Web search

Library
databases
Scanning,
digitizing,
graphics, sound, video
Digital
resources

Web publication

Presentation
software
Library
UMES POLICY
Developing lifelong learners is central to the mission of UMES. By ensuring that
individuals have the intellectual abilities of reasoning and critical thinking, and by
helping them construct a framework for learning how to learn, UMES provides the
foundation for continued growth throughout their careers, as well as in their roles as
informed citizens and members of communities. Therefore it is the policy of UMES
that all students upon graduation would have acquired technology fluency skills
necessary to compete in the global economy through curricular modernization,
changes in instructional strategies and exposure to technology within the University
environment.
UMES objectives for achieving technology fluency will include the following:
 Immerse students in an information-technology-rich environment. This includes
their academic activities as well as all their campus-related business transactions
such as admission, registration, financial aid, billing, etc
 Review current and/or develop
technology into the curriculum
policies to encourage faculty to integrate
 Recognize faculty efforts to integrate technology into the curriculum as part of
the post tenure review, merit pay, promotion and tenure process
 Modify academic program review documents to reflect the degree of integration
of technology into the program
 Require new faculty hires to be technologically fluent
ASSESSMENT RECORD BOOK
FOR
UMES TECHNOLOGY FLUENCY POLICY
Academic Year
(Period Covered)
Expanded Statement of Institutional Purpose
Mission: UMES prepares students who can compete favorably in their respective professions,
and who are prepared to engage in advanced study in graduate and professional schools and
lifelong learning.
.
Goal(s): UMES students upon graduation would have acquired technology fluency skills
through curricular modernization, changes in instructional strategies and exposure to technology
within the University environment that will allow them to compete in a global economy.
Intended Education (Student), Research or Public Service Outcomes, or
Departmental Administrative Objectives
1. Immerse students in an information-technology-rich environment. This includes their
academic activities as well as all their campus-related business transactions such as
admissions, registrations, financial aid, billing, etc.
2. Review current and/or develop policies to encourage faculty to integrate technology into the
curriculum.
3. Recognize faculty efforts to integrate technology into the curriculum as part of the post
tenure review, merit pay, promotion and tenure process.
4. Modify academic program review documents to reflect the degree of integration of technology
into the program.
5. Require new faculty hires to be technologically fluent.
FORM A
ASSESSMENT RECORD BOOK
FOR
UMES Technology Fluency Policy
Academic Year
(Period Covered)
Intended Educational (Student), Research or Public Service
Outcomes, or Departmental Administrative Objectives
NOTE: There should be one form B for each intended objective/outcome listed
on form A.
1. Immerse students in an information-technology-rich environment. This includes their academic
activities as well as all their campus-related business transactions such as admissions, registration,
financial aid, billing, etc.
First
__1__ a. Means of Assessment & Criteria for Success:
Means of Assessment: Prior to graduation, all graduating seniors are required to complete a survey form
regarding their use of information technology in their educational endeavor at UMES.
Criteria for Success: 95% positive response on technology fluency at the time of graduation.
___ a. Assessment Results:
____ a. Use of Results:
Second
_1_ b. Means of Assessment & Criteria for Success:
Means of Assessment: A count of use of people-soft student transaction access for various academic
activities will be maintained.
Criteria for Success: 90% of graduates will have successfully accessed various computer-related business
transactions before graduation.
___ b. Assessment Results:
.
___ b. Use of Results:
Form B
ASSESSMENT RECORD BOOK
FOR
UMES Technology Fluency Policy
Academic Year
(Period Covered)
Intended Educational (Student), Research or Public Service
Outcomes, or Departmental Administrative Objectives
NOTE: There should be one form B for each intended objective/outcome listed
on form A.
2. Review current and/or develop policies to encourage faculty integrate technology into the curriculum.
First
_2_ a. Means of Assessment & Criteria for Success:
Means of Assessment: The departmental program curricula will be used to demonstrate via a flow chart
course sequences where the three aspects of technology fluency are implemented within the program.
Criteria for Success: 80 % of all courses in the departmental program demonstrate different aspects of
technology fluency instruction.
___ a. Assessment Results:
____ a. Use of Results:
Second
Second
_2__ b. Means of Assessment & Criteria for Success:
Means of Assessment: Provide workshop for technology fluency update to faculty.
Criteria for Success: 80% of departmental faculty successfully attend and complete workshops on
technology fluency.
___ b. Assessment Results:
.
____ b. Use of Results:
Form B
ASSESSMENT RECORD BOOK
FOR
UMES Technology Fluency Policy
Academic Year
(Period Covered)
Intended Educational (Student), Research or Public Service
Outcomes, or Departmental Administrative Objectives
NOTE: There should be one form B for each intended objective/outcome listed
on form A.
3. Recognize faculty efforts to integrate technology into the curriculum as part of the post tenure review,
merit pay, promotion and tenure process.
First
__3__ a. Means of Assessment & Criteria for Success:
Means of Assessment: As a part of post tenure and tenure process, evaluate faculty integration of
technology in the courses taught.
Criteria for Success: 80% of the faculty teaching documentation should demonstrate the use of technology
as
a delivery
mechanism
as well as a resource tool for enriching student understanding.
___
a. Assessment
Results:
____ a. Use of Results:
Second
__3_ b. Means of Assessment & Criteria for Success:
Means of Assessment: As a part of the merit pay review process, a significant weight assignment should be
incorporated for the use of information technology by faculty in their classrooms.
Criteria for Success: 80% of the departmental faculty will fulfill the information technology weight
assignment requirements.
___ b. Assessment Results:
.
____ b. Use of Results:
Form B
ASSESSMENT RECORD BOOK
FOR
UMES Technology Fluency Policy
Academic Year
(Period Covered)
Intended Educational (Student), Research or Public Service
Outcomes, or Departmental Administrative Objectives
NOTE: There should be one form B for each intended objective/outcome listed
on form A.
4. Modify academic program review documents to reflect the degree of integration of technology into the
program.
First
__4.__ a. Means of Assessment & Criteria for Success:
Means of Assessment: As a part of academic program review documentation, departments will demonstrate
the use of information technology to enrich students’ learning process.
Criteria for Success: 80% of the academic program review documentations will exhibit solutions deemed
“acceptable”
by the program
faculty in addressing technology fluency within the curriculum.
___ a. Assessment
Results:
____ a. Use of Results:
Second
__4._ b. Means of Assessment & Criteria for Success:
Means of Assessment: As a part of academic program review documentation, a survey of the students in the
department will be conducted to determine level of technology fluency.
Criteria for Success: 80% of the students’ survey report will classify students as technologically fluent.
___ b. Assessment Results:
.
____ b. Use of Results:
Form B
ASSESSMENT RECORD BOOK
FOR
UMES Technology Fluency Policy
Academic Year 1998-1999
(Period Covered)
Intended Educational (Student), Research or Public Service
Outcomes, or Departmental Administrative Objectives
NOTE: There should be one form B for each intended objective/outcome listed
on form A.
5. Require new faculty hires to be technologically fluent.
First
__5__ a. Means of Assessment & Criteria for Success:
Means of Assessment: As a part of interview process, determine the level of technology fluency.
Criteria for Success: 90% of the new faculty hires will be deemed technologically fluent by the program
faculty.
___ a. Assessment Results:
____ a. Use of Results:
Second
__5_ b. Means of Assessment & Criteria for Success:
Means of Assessment: As a part of the application process, the prospective faculty resume should show
evidence of technology fluency.
Criteria for Success: 90% of the new faculty applications will fulfill these requirements.
___ b. Assessment Results:
.
____ b. Use of Results:
Form B
1.
2.
3.
4.
5.
6.
7.
BIBLOGRAPHY
University System of Maryland Board of Regents Resolution on Technological Fluency,
January 21, 2000.
Being Fluent with Information technology, Committee on Information Technology
Literacy, Computer Science and Telecommunications Board, Commission on Physical
Sciences, Mathematics and Application, National Research Council; National Academy
Press, Washington D.C
Towson University's Response to University System of Maryland (USM) Board of
Regents' Technological Fluency Resolution.
IDAHO STATE UNIVERSITY TECHNOLOGY OVERSIGHT COUNCIL: Fluency
with Technology and General Education.
Information Literacy at Florida International University: A Proposal for Faculty
Senate from Undergraduate Council
Information Competency Literacy Standards for Higher Education, Association of
College and Research Libraries Task Force.
Building Information Technology into a Liberal Arts Core, Calvin College